WHAT IS CIVIC EDUCATION?

WHAT IS CIVIC EDUCATION?

When I was in high school in the United States, I took a civics course as part of the regular curriculum. It was basic but foundational: how the government works, what rights we enjoy, and what duties we owe as citizens. History tells us that the Americans introduced civic education to the Philippines in 1898. More than a century later, we must ask: has it done us any good?

Vlogger and historian Leloy Claudio makes a distinction that I agree with—what we need is not just voter education, but civic education. The difference may seem subtle, but it is important. Voter education focuses on how to cast a ballot properly. Civic education is broader: it teaches why your vote matters, how institutions function, what your rights are, and how you can hold leaders accountable. In short, it is about building active, informed citizenship.

Some prefer the term “citizenship education,” which also makes sense. Whatever we call it, the essence remains the same: learning our civic duties and practicing them. For example, it is often said that we should teach civic education to prevent vote buying. If no one sells their vote, then no one will buy it either. That logic is sound, but the reality is more complicated. People often sell their votes not because they don’t understand democracy, but because they need the money for food, medicine, or water.

Among the middle class, the temptation to sell votes is much less because basic needs are met. For the poor, survival sometimes trumps principle. That is why I believe that civic education must go hand in hand with socio-economic reforms. Give people decent jobs and quality public services, and they will be less beholden to politicians who offer cash or favors in exchange for votes.

But let us go deeper. What exactly should civic education look like in the Philippines today?

Globally, civic education has three main components: knowledge, skills, and values. Knowledge means understanding political systems, laws, institutions, and rights. Skills mean learning how to analyze issues, engage in dialogue, and advocate for change. Values—or what some call “civic dispositions”—include tolerance, empathy, and the willingness to compromise. Without all three, democracy is hollow.

Here at home, civic education is already embedded in the K–12 curriculum, particularly in Araling Panlipunan and Edukasyon sa Pagpapakatao. The Alternative Learning System (ALS) for out-of-school youth also has modules on citizenship and social responsibility. Indigenous Peoples’ Education (IPEd) integrates stewardship and ancestral rights. NGOs and schools run their own initiatives too. But how effective are these efforts?

The picture is mixed. On one hand, projects like Project Citizen Philippines have shown promise—students who participated became more engaged in civic issues. On the other hand, the persistence of political dynasties, historical revisionism, and rampant disinformation suggests that our civic education is not strong enough to inoculate us against undemocratic practices. Out of the 31 topics in the senior high subject “Understanding Culture, Society and Politics,” only one deals directly with active citizenship. That is not nearly enough.

If we are serious about reform, we must bring civic education beyond the classroom. Civic learning should not end at age 16—it should be lifelong. Barangays can host civic forums where residents co-design solutions to local issues like waste, disaster response, or livelihood. Sangguniang Kabataan (SK) could organize youth bootcamps on political literacy and climate action. Civic theater and satire could make political education more accessible and engaging.

Another challenge is our digital environment. Fake news, troll farms, and manipulated narratives thrive online. Civic education today must include digital literacy—how to spot disinformation, verify sources, and resist online manipulation. Without this, our democracy is vulnerable.

So, has civic education done us any good after 126 years? My answer is: not enough. We have the structures in place, but not the depth, consistency, or urgency. Too often, civic education remains abstract—teaching definitions rather than dispositions, memorization rather than mobilization.

The long-term solution, I believe, is to embed civic education in daily life. Good jobs, fair services, honest governance—these create citizens who are harder to bribe and easier to empower. But schools, barangays, churches, cooperatives, and even media must also play their part in teaching us not just how to vote, but how to live as citizens in a democracy.

Civic education, at its best, is not just a subject. It is the art of becoming a people who know their rights, do their duties, and never forget that power belongs not to politicians, but to the citizens who put them there.

Ramon Ike V. Seneres, www.facebook.com/ike.seneres

iseneres@yahoo.com, senseneres.blogspot.com 

01-20-2026